Search

In today's world, the importance of institutions being successful and strong increases day by day. Because, unlike in the past, the business world is now associated with globalization and destructive competition. In other words, it is increasingly important for institutions to be able to produce goods and services in the greatest number at the lowest cost and at the highest quality. But for an institution to be successful in the production process, it is not enough to have strong capital and a qualified technological infrastructure. In addition, it must have a strong corporate communication environment. In other words, today, institutions must consist of employees who are success and result oriented, have high work motivation, high communication skills and strong team spirit. In this sense, communication has served as a mortar in institutions. Based on this, the communication anxiety of employees, which has become an important academic issue in recent years, forms the basis of this study. This study, handled theoretically, was prepared to emphasize the effect of managers' communication competence on the formation of communication concerns of employees in institutions. Communication competence is defined by Wiemann as "the ability of a person to make the right choice among available communication behaviors and skills in order to successfully achieve his or her individual goals in a communication situation." Communication anxiety is a concept that entered the literature with McCroske and is defined as "an individual's level of fear or anxiety related to actual or potential communication with another person or persons." In the study, 51 theses identified by searching the YÖK Thesis Scanning Site with the keywords 'communication competence' and 'communication anxiety' were analysed with the descriptive analysis technique and the framework of the main themes processed on the axis of the study was also revealed. [ABSTRACT FROM AUTHOR]

Copyright of Gumushane Universty Electronic Journal of the Faculty of Communication / Gümüshane Üniversitesi Iletisim Fakültesi Elektronik Dergisi is the property of Gumushane Universitesi Iletisim Fakultesi Elektronik Dergisi (e-GIFDER) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objective The study investigated the effects of loving-kindness meditation (LKM) on doctors’ communication anxiety, trust, calling, and defensive medicine practice. Methods This study recruited 94 doctors from a hospital in China, randomized them to an LKM group (n = 47), and waited for the control group (n = 47). The experimental group accepted an 8-week LKM interference while the waiting for the control group underwent no interference. Researchers measured four major variable factors (communication anxiety, trust, calling, and defensive medicine practice) before and after the LKM intervention. Results In the experimental group, trust, and calling were significantly higher, and communication anxiety, and defensive medicine practice were significantly lower than in the control group. In the control group, there were no noticeable differences in any of the four variables between the pre-test and post-test. Conclusions The results of this study demonstrate that LKM may help to improve trust, and calling, and reduce communication anxiety and defensive medicine practice. The finding of LKM’s effect extends the understanding of the integrative effects of positive psychology on the decrease of defensive medicine practice. Trial registration ChiCTR2300074568. Registered in Chinese Clinical Trial Registry (ChiCTR), 9 August, 2023.

Objective: The study investigated the effects of loving-kindness meditation (LKM) on doctors' communication anxiety, trust, calling, and defensive medicine practice. Methods: This study recruited 94 doctors from a hospital in China, randomized them to an LKM group (n = 47), and waited for the control group (n = 47). The experimental group accepted an 8-week LKM interference while the waiting for the control group underwent no interference. Researchers measured four major variable factors (communication anxiety, trust, calling, and defensive medicine practice) before and after the LKM intervention. Results: In the experimental group, trust, and calling were significantly higher, and communication anxiety, and defensive medicine practice were significantly lower than in the control group. In the control group, there were no noticeable differences in any of the four variables between the pre-test and post-test. Conclusions: The results of this study demonstrate that LKM may help to improve trust, and calling, and reduce communication anxiety and defensive medicine practice. The finding of LKM's effect extends the understanding of the integrative effects of positive psychology on the decrease of defensive medicine practice. Trial registration: ChiCTR2300074568. Registered in Chinese Clinical Trial Registry (ChiCTR), 9 August, 2023. [ABSTRACT FROM AUTHOR]

Amidst the COVID-19 pandemic, many universities shifted to fully online learning. This study contributes to the existing online learning literature by examining the connection between course success, student engagement, and levels of computer and computer-mediated communication anxiety. The research delves into understanding the impact of anxiety on course engagement and the relationship between engagement and overall course success. Regression analyses were used to test hypotheses, revealing an interaction between computer anxiety and computer-mediated communication anxiety. The study underscores the importance of student engagement with course materials, particularly for assignments that require higher-order thinking. In contrast, objective quizzes and tests that do not require higher-order thinking were unaffected by engagement. The findings emphasize the collective responsibility of professors, advisors, and universities to improve student engagement. Recommendations include structuring courses to address anxiety, employing gamification techniques for technical classes, and fostering connections through discussion boards in online courses. Increasing engagement emerges as a pivotal strategy for academic success.

An inability to effectively communicate with others, especially in today's globalized world, hinders academic and professional success. This study measured the association between self-esteem and fear of communication and the level of influence they have on each other among university-level students in the Kingdom of Saudi Arabia. Data was collected using a self-reporting research tool from 146 students studying at one of the public universities in Saudi Arabia. All the data was analyzed using SPSS to check for correlation and significant associations. The results revealed that 31 percent of fear of communication was predicted by self-esteem. The highest fear of communication effects were from meetings, whereas the lowest was from public speaking. Self-esteem was also significantly influenced by factors such as family, self-well-being, and social relationships with friends, with an R2 of 0.25. For fear of communication according to gender, females showed a higher and significant percentage of self-esteem than did males in this sample and were more influenced by family, friends, and social relationships. Self-esteem is a critical variable that affects and is affected by multiple variables. Communication apprehension is a serious problem that is widely prevalent and strongly correlated with self-esteem. It is essential to examine other important demographic variables in further depth and with a larger sample size to gain a deeper insight into this fascinating field of study. [ABSTRACT FROM AUTHOR]

The Impostor Phenomenon (IP) describes experiences of perceived intellectual fraudulence despite the existence of objectively good performances, and it is a robust predictor of experiences and outcomes in higher education. We examined the role of the IP in the domain of second language (L2) acquisition by testing its relations with a robust predictor of L2 use, willingness to communicate (WTC). We collected self-reports of 400 adult Iranian L2 learners and tested the associations between the IP and WTC. As expected, we found a negative association between IP and WTC (r = −0.13). When testing a mediation model with perceived competence and communication anxiety as parallel mediators, we found evidence for full mediation via perceived competence. Our findings show the importance of considering self-evaluations in the domain of L2 acquisition. Further implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate the level of English preparation class students’ WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students’ willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students’ self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.

The Impostor Phenomenon (IP) describes experiences of perceived intellectual fraudulence despite the existence of objectively good performances, and it is a robust predictor of experiences and outcomes in higher education. We examined the role of the IP in the domain of second language (L2) acquisition by testing its relations with a robust predictor of L2 use, willingness to communicate (WTC). We collected self-reports of 400 adult Iranian L2 learners and tested the associations between the IP and WTC. As expected, we found a negative association between IP and WTC (r = −0.13). When testing a mediation model with perceived competence and communication anxiety as parallel mediators, we found evidence for full mediation via perceived competence. Our findings show the importance of considering self-evaluations in the domain of L2 acquisition. Further implications and limitations are discussed.

Background/purpose – COVID-19 has forced many people to face psychological problems, with already difficult living conditions having become progressively more challenging. Individuals with low pre-pandemic levels of communication anxiety saw those levels increase, which negatively affected their self-efficacy. Therefore, the main purpose of this study was to examine the moderating effect of fear of COVID-19 on the relationship between communication anxiety and self-efficacy. Materials/methods – Three measurement tools were used to perform analyses regarding the purpose of the research; the Communication Anxiety Scale, the Self-efficacy Scale, and the Fear of COVID-19 Scale. Along with these variables, the moderating effect of COVID-19 fear was examined. IBM’s SPSS 25 package program and Hayes’s process were used to perform the analysis. Data from 393 participants were included in the analysis within the scope of the research. Results – In the model in which the moderating effect of COVID-19 fear was examined, it was concluded that fear of COVID-19 worsened the relationship between communication anxiety and self-efficacy. In addition, a negative and significant result was obtained between communication anxiety and self-efficacy. Conclusion – According to the results obtained from this research, fear of COVID-19 increases communication anxiety and decreases self-efficacy. At the same time, fear of COVID-19 had a negative moderating effect on the relationship between communication anxiety and self-efficacy. This research was completed by analyzing the variables, presenting the results, forming a discussion, and with suggestions put forward.

Objective: We investigated changes in medical students' communication competence and communication anxiety during their third year of training when they are immersed in formative clinical experiences that shape their patient-centered care and communication skills.Methods: We invited 282 students to complete a longitudinal, four-phase online survey during their third-year. Our response rate was 62.8% at Phase I (n = 177), 34.0% at Phase II (n = 96), 37.9% at Phase III (n = 107), and 48.9% at Phase IV (n = 138). Measures included communication competence, communication anxiety, and patient-centered attitudes and orientation. We employed hierarchical linear modeling to analyze the data.Results: Students' communication competence and anxiety improved over time. Female students reported greater communication anxiety and less competence related to information giving. At each phase, patient-centered attitudes significantly predicted communication competence and communication anxiety.Conclusion: Students' competence and anxiety regarding communication during medical encounters improve during their third year and are significantly influenced by their attitudes and orientation towards patient-centered care and communication.Practice Implications: Schools should integrate curriculum that fosters positive attitudes toward patient-centered communication and provides opportunities to practice complex communication skills, which may increase competence and recognition that patient-centered communication is an important clinical skill. [ABSTRACT FROM AUTHOR]

In Malaysia, many non-native Mandarin learners lack confidence when communicating with native Mandarin speakers, despite completing a Mandarin as a Foreign Language course at the university. To overcome this predicament, non-native Mandarin learners need to see a concrete connection between the classroom language and authentic situations where the role of the instructor is seen as pivotal in the effective outcome of the process and endeavor. With this percept in mind, this study was designed as a task-based language teaching (TBLT) activity, in which 75 non-native Mandarin learners at a Malaysian institution of higher learning stepped out of the classroom to engage in simple communication tasks with native Mandarin speakers. Through questionnaire survey and introspection records, this study analyses and identifies the situation and problems non-native Mandarin learners face when communicating with native Mandarin speakers, including psychological barriers and operational difficulties when engaging in authentic situations. The paper also explores the influence and effect of task-based language teaching on learners' communication readiness and anxiety. The study found that in this framework, learners began to realize the importance of language practice, experienced reduced communicative anxiety, and increased confidence; thus TBLT proves to be a viable avenue for learning a foreign language at the university, where the seed of interaction with the Chinese society is sowed for successful germination through authentic learning contexts. [ABSTRACT FROM AUTHOR]

University students often experience difficulties in social interactions. The current study examined the role of self-compassion and psychological flexibility among university students (N= 76) reporting high levels of social interaction and communication anxiety. We observed that high social interaction (SIAS) and communication anxiety (PRCA-24) were associated with low levels of self-compassion and psychological flexibility. Upon further investigating the specific predictors for social interaction and communication anxiety, we found that self-judgment, over-identification and openness to experiences were the key components in self-compassion and psychological flexibility, respectively. However, after examining these components together, only self-judgment and over-identification remained crucial predictors. This suggests that, when training students to manage their anxiety in social situations, attention should be given to promoting skills of self-compassion and psychological flexibility in general. Special attention should be devoted to facilitating a non-critical, accepting and open attitude towards one's thoughts, emotions and negative interpretations. [ABSTRACT FROM AUTHOR]

From the theoretical perspectives of anxiety and uncertainty management and intergroup contact, this study examined U.S. American participants' (N = 487) perceptions of conflict management styles with Chinese international students. Specifically, this study tested the indirect effects of participants' perceptions of contact quality with the Chinese in general and strength of Chinese international students' identification with home culture on conflict management styles through intergroup communication anxiety and social attraction. A conflict scenario was set in a typical class project context in which the American participants experienced a conflict with a Chinese international student. Results indicated that participants' perceptions of contact quality with the Chinese and Chinese international students' identification with their home culture had positive indirect effects on the problem‐solving style and negative indirect effects on the competing and avoiding styles through intergroup communication anxiety. In addition, quality of contact had positive direct and indirect effects on the accommodating style through social attraction of Chinese international students. Findings in this study generally indicated important ways in which contact experiences with outgroup members, intergroup communication anxiety, and outgroup membership influence specific communication behaviours during a conflict episode. Findings are discussed in light of prior literature and theories of intergroup contact, anxiety, and integrated threat. [ABSTRACT FROM AUTHOR]

This study tested associations between mother–child communication apprehension, adult child communication apprehension, and adult child resilience, self-esteem, and depressive symptoms. Data were collected from 154 mother–child dyads (N = 308) who completed measures of communication apprehension, depressive symptoms, resilience, and self-esteem. Results showed that mother communication apprehension positively predicted adult child communication apprehension. Moreover, adult child communication apprehension predicted lower levels of resilience and self-esteem, and higher levels of depressive symptoms. Mother communication apprehension indirectly predicted all three psychological outcomes for adult children through adult children's communication apprehension. We discuss the potential implications for communication apprehension and social skill training that could help families improve psychological problems. [ABSTRACT FROM AUTHOR]

This paper aimed to examine adult English learners' willingness to communicate (WTC) and their perceptions of the usefulness of a synchronous online group discussion class (SOGDC). 30 office workers were assigned to lower and upper-level groups and participated in three 40-minute discussions. After the final class, a questionnaire comprised of 24 items was administered in order to determine their WTC and the relationship between WTC and variables such as motivation, communication anxiety, and L2 self-confidence. Descriptive analysis, Normality test, Sample independent t-test, Pearson's correlation analysis, Multiple regression analysis, and Chi-square tests were conducted to analyze the results. Statistical analysis revealed that, in terms of WTC, higher levels of motivation led to higher WTC in the lower-level group compared to other variables. However, the upper-level group showed that these variables do not affect WTC. In the upper-level group the most influential factor affecting WTC was topic of discussion, yet in the lower-level group it was English proficiency. As far as benefits of participating in an online class, both groups agreed that the flexibility of time and location was a positive. This study indicates the importance of WTC in relation to teaching an online English discussion class in the post COVID-19 era. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Expectations of teachers and employers are not always confirmed by student response and performance. The objective of our research is to find out the perception of final-year undergraduate students towards the contribution of accounting disciplines to shaping and developing skills and competencies, but also to developing student personality. We have found that students prefer courses based on detailed rules rather than courses based on general principles and concepts which require ongoing recourse to professional judgment, scenarios, assumptions, tests, simulations, etc. Concerning professional judgment, students prefer judgments made in financial accounting rather than judgments made for management purposes, which are heavily based on the use of certain competencies such as communication skills, persuasion skills, critical thinking skills, interdisciplinary thinking skills, and decision-making skills.

The phenomenon of anxiety experienced by graduate students not only because of the complexity of scientific research process, but also because of worrying to supervisor who guide as well as the methods used by supervisor during thesis guidance. Therefore, the purpose of this study was to analyze students’ communication anxiety with the supervisor in the process of thesis guidance. This research was a study using a qualitative methodology. Data collection techniques used were in-depth interviews and observation. The respondents involved were 2 and recruited through snowball sampling technique. The results found that the respondents experienced anxiety when communicated with the supervisor during the thesis guidance. Anxiety is caused by lack of communication skills and experience, reinforcement, degree of evaluation, subordinate status, and degree of dissimilarity.

This research aims at investigating the correlation of internet addiction and communication anxiety to cooperative character of students. Its subjects were 90 students. The research used the survey method with questionnaire with Liker model scale. Its data were collected through Internet Addiction Test (IAT) with the aspects: of attention centered on internet, longer time spent, less control, agitated feeling during offline, satisfaction-increasing internet, internet as compensation, compulsive behavior, withdrawal, social risk occurrence, and frequent lying. The anxiety scales included unwilling to communicate, avoiding participation, less self-control. The character scales included cooperating with others, raising positive hopes, appreciating inputs and feedbacks, giving encouragements, and cultivating spirits. The data were analyzed by using the multiple linear regression analysis aided with SPSS 19. There was correlation between the two independent variables and the dependent variable

I proposed a conceptual model that assumes communication anxiety leads to preference for online social interaction (POSI), which in turn leads to loneliness, resulting in a negative influence on well-being. I collected data from college students (N = 336) taking an introductory communication course at a public university in the U.S. and analyzed the model using PROCESS. Findings revealed that communication anxiety increases POSI and loneliness but reduces well-being; POSI is positively associated with loneliness but is not associated with well-being. The one-mediator path from communication anxiety to wellbeing via POSI is not significant, but the one-mediator path from communication anxiety to well-being via loneliness is significant. The two-mediator path from communication anxiety to well-being through POSI and then through loneliness is also significant. I also conducted path analyses to examine the fit indices of a modified optimal model and an alternative model and found that the former is superior to the latter. Thus, I concluded that the mediation path from communication anxiety to well-being is more likely to be first through POSI and then through loneliness. [ABSTRACT FROM AUTHOR]

Abstract Verbal communication can facilitate learning, academic performance, and a sense of belonging when students participate in classroom discussions, asks questions, seek help and speak with their instructors outside of class. Unfortunately, such adaptive communication behaviors are less likely to occur when students fear others' evaluations in group and dyadic settings. Using cross-sectional data from 691 undergraduates, this study investigated whether students' levels of self-compassion (the tendency to be mindful and kind to oneself and to recognize one's common humanity) would be associated with lower fear of evaluation and higher academic communication behavior. Students with higher self-compassion exhibited lower classroom participation avoidance and reported a higher tendency to ask questions, seek help, and speak with their instructors outside the classroom. Additionally, tests of a parallel mediation model revealed the degree to which students feared both negative and positive evaluation from others accounted for the relationship between self-compassion and most of these communication variables. The results suggest that self-compassion may be a source of resilience in students' affective experiences and behaviors related to verbal communication. Experimental research should explore the causal connection between self-compassion and these communication variables to understand if self-compassion practices lead to decreased student communication apprehension and fear of evaluation and increased communication behaviors. Highlights • Students higher in self-compassion are less likely to experience classroom participation apprehension. • Students higher in self-compassion are more likely to exhibit adaptive academic communication behaviors. • Fear of evaluation predicts higher classroom participation apprehension and lower communication behavior. • Fear of evaluation mediates the relationship between self-compassion and classroom communication apprehension and question-asking. [ABSTRACT FROM AUTHOR]

Background Worry or fear related to speaking in front of others, or more broadly, communicating and interacting with others, is common. At elevated levels, however, it may contribute to heightened stress reactivity during acute speaking challenges. The purpose of this study was to examine multi-system physiological stress reactivity in the context of high-stakes public speaking while considering the impact of hypothesized individual difference risk factors. Methods University student participants (n = 95) delivering speeches as a heavily-weighted component of their final grade had saliva samples collected immediately prior to speaking, immediately after, and 20 min after speech completion. Saliva samples were assayed for alpha amylase (sAA), cortisol, and interleukin-1 beta (IL-1β). Self-reported communication anxiety, social interaction anxiety, rejection sensitivity, and sex were assessed as risk factors for heightened stress reactivity. Results Salivary sAA, cortisol, and IL-1β significantly changed following speech delivery. Multivariate analyses demonstrated that elevated levels of self-reported communication anxiety and social interaction anxiety were independently associated with increased cortisol and IL-1β responses and combined to enhance HPA axis and inflammatory cytokine activity further (i.e., cortisol and IL-1β AUC I ). Sex and rejection sensitivity were unrelated to physiological stress reactivity. Conclusions These findings suggest that individuals with elevated communication and interaction fears may be at increased risk of heightened neuroendocrine and inflammatory responses following exposure to acute social stressors. Both types of anxiety may combine to increase physiological reactivity further, with unknown, though likely insalubrious, health consequences over time. [ABSTRACT FROM AUTHOR]

Perfectionism involves impression management concerns, and yet perfectionistic-self presentation is often neglected when studying academic problems (e.g., communication anxiety). Research also focuses predominantly on undergraduate students, despite graduate degrees becoming increasingly common. This study tests incremental prediction of perfectionistic self-presentation on intrapersonal and interpersonal academic problems beyond trait perfectionism in graduate students. Participants ( N = 269) completed self-report questionnaires of trait perfectionism, perfectionistic self-presentation, and academic difficulties (academic stress, imposter syndrome, and communication anxiety). A gender-balanced sample (52.4% women) allowed tests of gender moderation, which are often neglected in perfectionism research. Socially prescribed perfectionism uniquely predicted some, but not all, aspects of academic difficulties, and non-display of imperfection incrementally predicted all academic problems beyond trait perfectionism. Other-oriented perfectionism and perfectionistic self-promotion were negatively related to certain academic difficulties. Women showed greater imposter syndrome and academic stress, but results did not support gender moderation. Results support the unique importance of perfectionistic self-presentation in predicting academic problems in graduate students and highlight the need for continued research in this area. [ABSTRACT FROM AUTHOR]

Expectations of teachers and employers are not always confirmed by student response and performance. The objective of our research is to find out the perception of final-year undergraduate students towards the contribution of accounting disciplines to shaping and developing skills and competencies, but also to developing student personality. We have found that students prefer courses based on detailed rules rather than courses based on general principles and concepts which require ongoing recourse to professional judgment, scenarios, assumptions, tests, simulations, etc. Concerning professional judgment, students prefer judgments made in financial accounting rather than judgments made for management purposes, which are heavily based on the use of certain competencies such as communication skills, persuasion skills, critical thinking skills, interdisciplinary thinking skills, and decision-making skills. [ABSTRACT FROM AUTHOR]

This article examines general feelings of communication anxiety (otherwise known as trait communication anxiety or TCA) in three forensic contexts (small group, dyadic, public speaking) from the perspective of college students and coaches. The results of this study found college forensic students and coaches to have a TCA spectrum rating in the middle range, edging slightly toward the low end with coaches reporting a higher average TCA than students. Discussion of the specific results focus on reducing forensic stress and anxiety for college students and coaches. [ABSTRACT FROM AUTHOR]

Much is known about the benefits of interacting with animals for learners. However, little is known about the animals' potential influence on the communication ability of the presenter/educator. The purpose of this qualitative study was to describe the experience of undergraduate students who used live animals (baby chicks, turtles, salamanders, and non-venomous snakes) during in-class and outreach presentations and the animals' role in influencing their communication ability. The influence of an instructor who teaches with such animals was also examined. A purposive sample of students enrolled in an introductory environmental education course open to all majors was obtained and five students agreed to participate in semi-structured interviews. Once audio was recorded and transcribed, the constant comparative method was used to analyze the data. Six reoccurring themes emerged. Presenting with a live animal (1) helped students feel less nervous while teaching, (2) increased presenter confidence, (3) promoted flexibility while teaching, (4) encouraged audience analysis, (5) helped create a positive, comfortable learning environment, and (6) influenced student career decisions. These themes aligned with Bandura's triatic reciprocality model. Pre-service teacher education programs may consider using small, live animals, when relevant, with apprentice teachers as they can equally benefit the presenter and learning environment. [ABSTRACT FROM AUTHOR]

Three studies examined foreign language communication anxiety (FLCA) in adults who use a non-native language in non-classroom settings. Study 1 (N = 102) validated the unidimensionality and the functionality of a proposed FLCA scale and a seven-item version. Study 2 included 224 participants living in the United States, and Study 3 included 216 participants living in India. The FLCA instrument was also psychometrically valid in Studies 2 and 3. The proposed two models (growing anxiety and growing confidence) that described the relationship between foreign language use and FLCA were both supported. Study 2 supported a concave curvilinear relationship (i.e., growing anxiety then growing confidence), and Study 3 supported a convex curvilinear relationship (i.e., growing confidence then growing anxiety). These results suggest that FLCA is an important construct to consider in intercultural communication, and that the function it plays in everyday life may differ based on cultural or linguistic setting. [ABSTRACT FROM AUTHOR]

The author shares his experience and interest in studying public speaking anxiety and communication apprehension and inclusion of Public Speaking Anxiety Management course (COM 160) in undergraduate programs at Murray State University, Kentucky.

Library anxiety has been identified as one of the academic related anxieties which can affect college students. The Library-Anxiety-Expectation Model indicated innate characteristics of students and environmental variables such as gender, race, and year of study, as possible antecedents of library anxiety. This means that the arousal of library anxiety can be influenced by students' other forms of inherent anxieties. The objective of this paper is therefore to investigate the level of academic related anxieties among final year undergraduates and the relationships among the dimensions of the anxieties. The scope of this study focuses on three anxieties; library anxiety, English language anxiety and communication anxiety. Three sets of survey instruments were used; Library Anxiety Scale (LAS), Foreign Language Classroom Anxiety Scale (FLCAS), and Personal Report of Communication Apprehension (PRCA-24). All instruments were translated into the Malay language and statements with the word 'foreign language' in FLCAS were changed to 'English language'. The findings showed that final year students in this study experience only a moderate level of all three academic related anxieties. It was found that all four dimensions of communication anxiety -- formal, interpersonal conversations, group discussion, and public speaking -- correlated with at least one or more of the five dimensions of library anxiety -- barriers with staff, library services barriers, library resources barriers, affective barriers, and internet services barriers. All three dimensions of language anxiety -- speaking anxiety, classroom anxiety, and learner anxiety -- correlated with at least one or more of library anxiety dimensions. Although the correlations were moderate, the study nevertheless provided empirical evidence that the dimensions of communication and language anxieties have relationship with the dimensions of library anxiety. Acknowledgment of the prevalence of these anxieties among students can help libraries and librarians to make learning in the library less stressful by focusing more on students and their problems instead of the library and its environment only. [ABSTRACT FROM AUTHOR]

A series of studies present the development and validation of the Communication Anxiety Regulation Scale (CARS), a self-report measure designed to assess the use of emotion regulation strategies to manage acute communication anxiety—in contrast to measures of general emotion regulation tendencies. Study 1 delineates the item derivation and selection process that yielded the final 12 CARS items. Results of an exploratory factor analysis supported the existence of four distinct subscales, each representing one of four anxiety regulation strategies (suppression, reappraisal, avoidance, and venting). Study 2 confirmed this factor structure and also examined correlations of the CARS with existing measures in an attempt to establish concurrent validity. Finally, Study 3 presents results of an item-sort task demonstrating the scale’s face validity and items’ substantive validity. Overall, findings provide preliminary support for the utility of the CARS as measure of communication anxiety regulation to be used by communication and psychology researchers. [ABSTRACT FROM AUTHOR]

This experimental study examined American host nationals’ ( N = 284) perceptions of Chinese international students’ cultural adaptation strategies and the effects of the strategies on the participants’ willingness to communicate with the Chinese students. Results generally revealed that the American participants judged the assimilated and integrated Chinese students equally more positively (i.e., more socially attractive and less communication anxiety) and were thus more willing to communicate with them than the separated and marginalized students. Findings are discussed in light of the common ingroup identity model (Gaertner et al., 1994), anxiety/uncertainty management theory (Gudykunst, 1988), and the acculturation framework ( Berry, 1980 ). [ABSTRACT FROM AUTHOR]

The following correlational study was designed to explore any possible relationship among Willingness to communicate (WTC), communication anxiety (CA), perceived competence (PC) and English language proficiency. The sample comprised of 80 EFL learners, both male and female, majoring in Masters' in English at Education University, Multan. Statistical procedure included Descriptive statistics and A Pearson Product-moment Correlation. All the correlations were found to be significant at 0.01 level (2-tailed). CA was observed as strongly and negatively correlated with WTC and EPT, suggesting that anxious students were relatively less willing to communicate in English language and they showed a tendency to perform poorly on English language proficiency test. These anxious students were also observed to rate themselves to be at a lower perceived competence level. The correlations among WTC, PC and EPT were positive and strong, indicating that the students more willing to communicate, were high achievers on EPT and held a high opinion of their own competence in English language. The study suggests that Pakistani EFL learners are hesitant speakers of English language in most of the social situations and there is a need to reduce their anxiety and enhance their confidence to improve their English language oral skills. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to examine willingness to communicate in the second language (L2WTC) construct and its underlying variables among non–English major students in Iran. The study used WTC and socioeducational models for examining L2 communication and L2 learning. Descriptive statistics, Pearson correlation, and t test were used with a sample of 158 non–English major university students. An L2 communication model was also proposed and tested using structural equation modeling. The results showed that L2 self-confidence and attitudes toward international community were two predictors of L2WTC in Iranian context. The paths from motivation to L2WTC and openness to experience to L2 self confidence were not significant and thus were deleted. The model shows a good fit to the data, which indicates the potential for using the L2WTC construct for English as a foreign language context. [ABSTRACT FROM AUTHOR]

Intimate partner violence affects millions of lives annually. Domestic violence advocates work to alleviate this problem; yet the nature of the work leaves them vulnerable to negative outcomes such as burnout. This study examined the relationships between communication anxiety, communication competence, perceived social support, and feelings of burnout among domestic violence advocates. Results from a survey of 69 individuals recruited from a US domestic violence agency show the combination of communication anxiety, communication competence, perceived emotional support, and perceived informational support accounted for approximately 13% of the variance in advocates' emotional exhaustion and 21% of the variance in advocates' experiences of reduced personal accomplishment. Responses also differ with the advocate's position in the agency. The following recommendations are offered: develop scenario-based communication skills training programs to reduce communication anxiety and increase communication competence, hold regular debriefing meetings to help advocates process their experiences and to receive peer support, and develop formalized mentoring programs that can provide social support for new workers. [ABSTRACT FROM AUTHOR]

This research examines the relationships between communication competence, communication anxiety, and five subdimensions of counseling self-efficacy. The sample consists of volunteers trained at two rape crisis centers (n = 63) over a one-year period. As hypothesized, communication anxiety was negatively related and communication competence positively related to the subdimensions of counseling self-efficacy. Results suggest that training programs need to be aware of how personality characteristics may affect a volunteer's ability to become an efficacious counselor. Implications for how rape crisis centers can integrate these communication issues into their training programs and improve the self-efficacy of their advocates are discussed. [ABSTRACT FROM AUTHOR]

Presents some ways on how to reduce anxiety in learning speaking skills. Facing the fear of public speaking; Simple techniques to reduce anxiety in speaking situations; Audience as active and empathetic listeners; Transition from reticence to participation; Developing confidence in speaking; Conclusions.